Presenters: Jazmin Cruz, Selena Perez, Oral Presentation
Research Title: Teacher-Student Questioning in Mathematics
Faculty Advisor: Rossella Santagata
Mentor: Priyanka Agarwal
Through rigorous mathematics, there is potential to reduce persistent opportunity gaps in learning for minoritized students. Rigorous mathematics requires teachers’ ability and skills to pay attention to student thinking in order to utilize it towards their learning. One area that has been overlooked is how teachers develop good questioning skills to provide opportunities for minoritized students to explain their thinking and ask good questions themselves. This study focuses on identifying, analyzing, and labeling the types of teacher and student questions and the context which promotes it. Our data pulls from a prior study focusing on instruction and learning occurring in a predominantly Latino/a student population. We analyzed six groups from two class periods in which a unique lesson was curated for this research. For this presentation, we focus on classroom videos over eight instructional days for two groups (each group consisting of four students). We found the amount of teacher questioning was similar in both class periods. However, there was a key difference in the type of questions asked before and after the teacher reflected on his instructional practices supported by a researcher. Before the researcher-supported reflection, the teacher asked general questions; whereas after the reflection, the teacher asked questions promoting students’ critical thinking. The difference in types of questioning by the teacher influenced question-asking by students during class and peer discussions. Although there are many contributing factors to effective teacher-student questioning, special attention should be paid to the training to acquire questioning skills for both teachers and students.